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Places and Spaces: Environments and children’s well-being
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Places and Spaces: Environments and children’s well-being

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic? Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being. Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.
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Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence
Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence
Published: 2022 Miscellanea

Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world’s most vulnerable people. But how can it be proven?

With only 10 years from the target date for the Sustainable Development Goals, nine of the world’s most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book – a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming – is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work.

Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)
Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)
Published: 2022 Miscellanea

UNICEF has undertaken hundreds of gender evidence generation activities, supporting programmatic action, advocacy work and policymaking. The Gender Solutions project aims to draw together the knowledge, innovations and impacts of gender evidence work conducted by UNICEF offices since the first UNICEF Gender Action Plan was launched in 2014.

A desk review identified over 700 gender-related UNICEF research, evaluation and data evidence generation activities since 2014. Twenty-five outputs were shortlisted because of their high quality and (potential for) impact and three were selected as Gender Evidence Award winners by an external review panel. By capturing the impact of this broad body of work, Gender Solutions aims to showcase UNICEF’s evidence investments, reward excellence and inform the rollout of the UNICEF Gender Policy 2021–2030 and Action Plan 2022–2025.

Places and Spaces: Environments and children’s well-being
Places and Spaces: Environments and children’s well-being

AUTHOR(S)
Anna Gromada; Gwyther Rees; Alessandro Carraro; Eszter Timar

Published: 2022 Innocenti Report Card

Report Card 17 explores how 43 OECD/EU countries are faring in providing healthy environments for children. Do children have clean water to drink? Do they have good-quality air to breathe? Are their homes free of lead and mould? How many children live in overcrowded homes? How many have access to green play spaces, safe from road traffic?

Data show that a nation’s wealth does not guarantee a healthy environment. Far too many children are deprived of a healthy home, irreversibly damaging their current and future well-being.

Beyond children’s immediate environments, over-consumption in some of the world’s richest countries is destroying children’s environments globally. This threatens both children worldwide and future generations. To provide all children with safe and healthy environments, governments, policymakers, businesses and all stakeholders are called to act on a set of policy recommendations.

Résumé analytique: Lieux et espaces. Environnements et bien-être des enfants
Résumé analytique: Lieux et espaces. Environnements et bien-être des enfants
Published: 2022 Innocenti Report Card

Le Bilan Innocenti 17 examine comment 43 pays de l'OCDE/UE réussissent à offrir un environnement sain aux enfants. Disposent-ils d’eau potable ? Respirent-ils un air de qualité ? Vivent-ils dans des foyers exempts de plomb et de moisissure ? Combien d’enfants vivent dans des foyers surpeuplés ? Combien d’entre eux ont accès à des espaces de jeu verts, loin des dangers de la circulation routière ?

Les données indiquent que la richesse d’une nation ne signifie pas qu’un environnement sain est assuré. Un trop grand nombre d’enfants ne bénéficient pas d’un foyer sain dans lequel s’épanouir, ce qui nuit irréversiblement à leur bien-être actuel et futur.

Au-delà de l'environnement immédiat des enfants, le phénomène de surconsommation dans les pays les plus riches entraîne une dégradation de l’environnement pour les enfants du monde entier. Cette dégradation constitue une menace, non seulement pour les enfants à l’échelle planétaire, mais aussi pour les générations futures. Afin de protéger et améliorer l’environnement des enfants, les gouvernements, les décideurs, les entreprises et toutes les parties prenantes sont appelés à agir sur un ensemble de recommandations politiques.

Innocenti Report Card 17: Luoghi e spazi. Ambiente e benessere dei bambini
Innocenti Report Card 17: Luoghi e spazi. Ambiente e benessere dei bambini
Published: 2022 Innocenti Report Card

La Report Card 17 analizza i risultati ottenuti da 43 paesi dell'OCSE/UE nel garantire ambienti sani per i bambini. I bambini bevono acqua potabile? Respirano aria di buona qualità? Le loro case sono prive di piombo e muffa? Quanti bambini vivono in case sovraffollate? Quanti hanno accesso ad aree di gioco verdi e lontane dal traffico stradale?

I dati dimostrano che la ricchezza di una nazione non garantisce un ambiente sano. Troppi bambini non vivono in un ambiente domestico salubre, una condizione che determina danni irreversibili al loro benessere attuale e futuro.

I consumi eccessivi in alcuni dei paesi più ricchi del mondo, stanno distruggendo sia gli ambienti con cui i bambini sono strettamente a contatto che quelli a livello globale. Una minaccia per l’infanzia e l’adolescenza di tutto il mondo e per le generazioni future. Per garantire a tutti i bambini ambienti sani e sicuri, i governi, i responsabili politici, le imprese e tutte le parti interessate sono chiamati ad agire sulla base di una serie di raccomandazioni politiche.

Resumen: Lugares y espacios. Entornos y bienestar infantil
Resumen: Lugares y espacios. Entornos y bienestar infantil
Published: 2022 Innocenti Report Card

El informe Report Card n.º 17 analiza cómo es la situación en 43 países de la OCDE/UE en la provisión de entornos saludables para los niños. ¿Tienen agua no contaminada que puedan beber? ¿Aire de buena calidad para respirar? ¿Están sus hogares libres de plomo y moho? ¿Cuántos niños viven en condiciones de hacinamiento en sus casas? ¿Cuántos tienen acceso a zonas verdes para jugar a salvo del tráfico?

Los datos muestran que la riqueza de un país no garantiza un entorno saludable. Muchos niños se ven privados de vivir en hogares saludables, lo que daña de forma irreversible su bienestar actual y futuro.

 Más allá de los entornos inmediatos de los niños, el consumo excesivo en los países más ricos está destruyendo los entornos de la infancia globalmente. Esto amenaza no solo a los niños de todo el mundo como a las generaciones futuras. A efecto de poder proporcionar a todos los niños entornos seguros y saludables, los gobiernos, los encargados de formular políticas, las empresas y todas los actores interesados se les solicita actuar sobre un conjunto de recomendaciones de políticas.

The role of social protection in the elimination of child labour: Evidence review and policy implications
The role of social protection in the elimination of child labour: Evidence review and policy implications
Published: 2022 Miscellanea
This new ILO-UNICEF report provides a rigorous review of what the latest research says about the power of social protection to combat child labour. Providing families with direct assistance to help them weather crises can help reduce negative coping strategies like child labour and child marriage.
Augmenter la Représentation des Femmes Dans la Direction des Écoles: Une voie prometteuse pour améliorer l’apprentissage
Augmenter la Représentation des Femmes Dans la Direction des Écoles: Une voie prometteuse pour améliorer l’apprentissage
Published: 2022 Innocenti Research Briefs

De nouvelles études montrent une association positive entre les femmes dirigeantes d'école et les résultats des élèves. Certaines études suggèrent que les femmes dirigeantes scolaires sont plus susceptibles que leurs homologues masculins d'adopter des pratiques de gestion efficaces pouvant contribuer à l'amélioration des résultats. Cependant, les femmes restent largement sous-représentées aux postes de direction des écoles, en particulier dans les pays à revenu faible ou intermédiaire.

Cette publication présente de nouvelles connaissances sur l'association entre les femmes dirigeantes d'école et les résultats scolaires, et attire l'attention sur la sous-représentation des femmes dans les postes de direction d'école. Elle souligne la nécessité de poursuivre les recherches sur le genre et la direction des écoles afin d'identifier les politiques et les pratiques qui peuvent être mises en œuvre pour augmenter la représentation des femmes et étendre les pratiques de gestion de haute qualité adoptées par les femmes dirigeantes à un plus grand nombre d'écoles afin d'améliorer les résultats scolaires de tous les enfants.

Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
Let Us Learn: Making education work for the most vulnerable in Afghanistan, Bangladesh, Liberia, Madagascar and Nepal
Published: 2022 Innocenti Research Report

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring tendency in low-income countries to allocate a limited share of the national education budget to the most vulnerable, are further widening inequalities in the global learning crisis landscape.

The Let Us Learn (LUL) initiative implements innovative education programmes to improve learning for the most vulnerable children in five countries with high levels of out-of-school children: Afghanistan, Bangladesh, Liberia, Madagascar and Nepal. This report documents the outcomes, lessons learned and recommendations based on the experience of the initiative across four types of learning programmes spanning the education lifecycle: (1) pre-primary education; (2) accelerated learning pathways; (3) programmes to reduce barriers to access and stay in formal school; and (4) vocational training.

Increasing Women’s Representation in School Leadership: A promising path towards improving learning
Increasing Women’s Representation in School Leadership: A promising path towards improving learning
Published: 2022 Innocenti Research Briefs

Emerging evidence shows a positive association between women school leaders and student performance. Some studies suggest women school leaders are more likely than their male counterparts to adopt effective management practices that may contribute to improved outcomes. However, women remain largely underrepresented in school leadership positions, particularly in low- and middle-income countries.

This brief presents emerging insights on the association between women school leaders and education outcomes and draws attention to women’s underrepresentation in school leadership roles. It highlights the need for further research on gender and school leadership to identify policies and practices that can be implemented to increase women’s representation and scale high-quality management practices adopted by women leaders to more schools to improve education outcomes for all children.

Cross-Sectoral Learning in Implementation Research: Harnessing the potential to accelerate results for children
Cross-Sectoral Learning in Implementation Research: Harnessing the potential to accelerate results for children

AUTHOR(S)
Jane Lewis; Robyn Mildon; Tom Steele

Published: 2022 Innocenti Working Papers

By illuminating why and how interventions work in real world settings, Implementation Research (IR) is a powerful tool for increasing the likelihood that evidence-based interventions, programmes and policies are successfully implemented. The insights that IR generates help bridge the 'know-do gap' – the gap between what we know works and what actually happens on the ground when we try to put a policy or intervention into place. IR is a means for increasing the likelihood of successful outcomes, reducing the risk of wastage and failure and accelerating programme and system improvements to reduce inequities and achieve desired results.

This paper, prepared by the Centre for Evidence and Implementation in collaboration with UNICEF, aims to promote a shared understanding of IR and its relevance to UNICEF's work.

Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19
Children and COVID-19 Research Library Quarterly Digest Issue 4: Marginalized girls’ learning and COVID-19
Published: 2022 Innocenti Digest

Progress towards SDG 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all – was already in jeopardy before COVID-19. The world was facing a learning crisis, with 48% of children unable to read and understand a simple text by the age of 10.

For the most marginalized children, the learning crisis was even more severe. In low-income countries, 94% of girls (and 93% of boys) were not able to read by the age of 10, compared with 7% of girls (and 8% of boys) in high-income countries. The COVID-19 pandemic has exacerbated pre-existing disparities to the detriment of the girls and boys who were already being left behind.

This digest spotlights 13 research papers, and summarizes lessons and evidence of the impacts of COVID-19 on marginalized girls’ learning, drawing from UNICEF Innocenti’s Children and COVID-19 Research Library launched in 2020.

13 - 24 of 1135
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JOURNAL ARTICLES BLOGS
Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence
Publication

Return on Knowledge: How international development agencies are collaborating to deliver impact through knowledge, learning, research and evidence

Effective collaboration around knowledge management and organizational learning is a key contributor to improving the impact of international development work for the world’s most vulnerable people. But how can it be proven? With only 10 years from the target date for the Sustainable Development Goals, nine of the world’s most influential agencies set out to show to the connection between the use of evidence, knowledge and learning and a better quality of human life. This book – a synthesis of stories, examples and insights that demonstrate where and how these practices have made a positive impact on development programming – is the result of the Multi-Donor Learning Partnership (MDLP), a collective effort to record the ways each of these organizations have leveraged intentional, systematic and resourced approaches to knowledge management and organizational learning in their work.
Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)
Publication

Gender Solutions: Capturing the impact of UNICEF’s gender equality evidence investments (2014–2021)

UNICEF has undertaken hundreds of gender evidence generation activities, supporting programmatic action, advocacy work and policymaking. The Gender Solutions project aims to draw together the knowledge, innovations and impacts of gender evidence work conducted by UNICEF offices since the first UNICEF Gender Action Plan was launched in 2014. A desk review identified over 700 gender-related UNICEF research, evaluation and data evidence generation activities since 2014. Twenty-five outputs were shortlisted because of their high quality and (potential for) impact and three were selected as Gender Evidence Award winners by an external review panel. By capturing the impact of this broad body of work, Gender Solutions aims to showcase UNICEF’s evidence investments, reward excellence and inform the rollout of the UNICEF Gender Policy 2021–2030 and Action Plan 2022–2025.
Annual Report 2021
Publication

Annual Report 2021

The UNICEF Innocenti Annual Report 2021 highlights the key results achieved in research and evidence to inform policymaking and programming.
Responsible Innovation in Technology for Children: Digital technology, play and child well-being
Publication

Responsible Innovation in Technology for Children: Digital technology, play and child well-being

Digital experiences can have significant negative impact on children, exposing them to risks or failing to nurture them adequately. Nevertheless, digital experiences also potentially yield enormous benefits for children, enabling them to learn, to create, to develop friendships, and to build worlds. While global efforts to deepen our understanding of the prevalence and impact of digital risks of harm are burgeoning – a development that is both welcome and necessary – less attention has been paid to understanding and optimizing the benefits that digital technology can provide in supporting children’s rights and their well-being. Benefits here refer not only to the absence of harm, but also to creating additional positive value. How should we recognize the opportunities and benefits of digital technology for children’s well-being? What is the relationship between the design of digital experiences – in particular, play-centred design – and the well-being of children? What guidance and measures can we use to strengthen the design of digital environments to promote positive outcomes for children? And how can we make sure that children’s insights and needs form the foundation of our work in this space? These questions matter for all those who design and promote digital experiences, to keep children safe and happy, and enable positive development and learning. These questions are particularly relevant as the world shifts its attention to emerging digital technologies and experiences, from artificial intelligence (AI) to the metaverse, and seeks to understand their impact on people and society. To begin to tackle these questions, UNICEF and the LEGO Group initiated the Responsible Innovation in Technology for Children (RITEC) project in partnership with the Young and Resilient Research Centre at Western Sydney University; the CREATE Lab at New York University; the Graduate Center, City University of New York; the University of Sheffield; the Australian Research Council Centre of Excellence for the Digital Child; and the Joan Ganz Cooney Center. The research is funded by the LEGO Foundation. The partnership is an international, multi-stakeholder and cross-sectoral collaboration between organizations that believe the design and development of digital technology should support the rights and well-being of children as a primary objective – and that children should have a prominent voice in making this a reality. This project’s primary objective is to develop, with children from around the world, a framework that maps how the design of children’s digital experiences affects their well-being, and to provide guidance as to how informed design choices can promote positive well-being outcomes.

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